Inter-school Mini-Oscar Project

9:45 –9:50 Getting to know each other (All)

9:50-11:00 Getting started to realise the goals

a. Two examples: modules “Friendship” & “Love & Relationship” (Amy – 30 mins 9:50 –10:20)

b. Curriculum planning & Mini-Oscar (Mr. Iain Melville – 20 mins 10:20 –10:40)

c. Sharing of initial school-based plans (All – 20 mins 10:40 –11:00)

11:00-11:35 Getting ready for the challenges ahead

a. School-based experiences in doing Mini-Oscar (Mr. Li – 15 mins 11:00-11:15)

b. Tips on script writing (Ms. Caroline Fung approx. 20 – 25 mins)

11:40 – 11:50 Q & A or Go..Go…Go & enjoy your holidays!!!

Believe it or not - 10 seconds to make friends !! Meet as many friends as you can in a very short time

1. Say Hi and the name of your new friend

2. Say One GOOD THING you like about your new friend

e.g. I like your hairstyle, I like the colour of your socks, etc.

3. Shake hands or say “nice meeting you” and find another new friend

Getting to know each other – Let’s break the ice!!!

From Here to There – How?

How to Pave the Way & realise the goals?

School-based assessment in 2007 & language arts electives in NSS English curriculum in 2009

S1-S3 English Curriculum

Essential interaction & speaking skills

Experience strand – to make critical oral response to real or imaginary people & events

School-based assessment (formative assessment & assessment for learning)

Infusion of language arts texts into the task-based Eng. curriculum

I. Features of Inter-school Mini-Oscar

1. Read theme-based / module- related print &/or non-print material to have mental stimulation

2. Make oral responses to the material in groups and discuss the values in it 3. Brainstorm ideas for the scripts with values included in them in groups

Input for film-making inside the classroom

I. Features of Inter-school Mini-Oscar

The school-based assessment component in 2007

-oral interaction and presentation tasks based on print & non-print materials

Proposed new Senior Secondary curriculum

English Language teaching syllabus &

KLA Curriculum Guide

II. Curriculum planning: the school-based assessment component

Aims: 1. Alignment with the English curriculum

2. Comprehensive appraisal of students’ achievement

Washback effect on classroom learning& teaching in senior & junior forms

Washback effect on classroom learning, teaching & assessment

Learning

Reading/viewing as the input to generate oral output Development of

experience strand

Development of extensive reading and speaking skills

Meeting students’ varied needs and level

Teachers being actively involved in the assessment process

Collaboration & sharing of experience within & across schools

Teacher empowerment

Teaching

Washback effect on classroom learning, teaching & assessment

Learning, teaching & assessment as a continuous cycle

Clear success criteria given to students

Focus on performance-based assessment tasks requiring production skills

Reflection of a richer picture of what students can do with oral language

More emphasis placed on formative assessment with flexibility for using different assessment tasks

Assessment

Washback effect on classroom learning, teaching & assessment

BCA

Curriculum framework & LOF

Values and attitudes

Learning targets & objectives

Generic skills

-Align with the Learning Targets & objectives in the Curriculum Guide

-Align with related learning outcomes & basic competencies

III. Curriculum planning: learning outcomes and basic competencies

Website:

http://www.hkbca.edu.hk/index.eng.htm

Relationship between Curriculum, LO & BC

CurriculuCurriculumm

What do What do students students

learn?learn?

Learning Learning OutcomeOutcomeWhat can What can students students

do?do?Basic CompetencyBasic Competency

Example I The module ‘Friendship’

(Please refer to the plan & worksheets)

a. Select the strands and learning objectives (skills)a. Select the strands and learning objectives (skills)

i. Values to be developed

- Focus on values from the five core values:

Respect for others

Commitment

National identity

Perseverance

Responsibility

ii. Focus on other values

Love & Caring-to value friendship

Others

(Refer to the “Friendship” plan pp. 5-6)

a. Select the strands and learning objectives (skills)a. Select the strands and learning objectives (skills)

Strands/Targets:

KSa , KSc

ISb, ISd

ESb, ESc

(For other learning objectives such as forms & functions, skills & strategies, please refer to English Language Education – KLA Curriculum Guide Primary 1-Secondary 3 & Syllabuses for Secondary Schools – English Language S1-S5)

(Refer to the “Friendship” plan pp. 5-6)

*Speaking skills:

expressing information and ideas with some elaboration

using a range of vocabulary and language patterns with some degree of appropriacy and accuracy to convey meaning

To establish and maintain relationships / spoken exchanges using formulaic expressions and appropriate communication strategies

using organizing techniques appropriately to convey meaning

pronouncing familiar and less familiar words generally clearly and accurately

c. Identify the learning outcomesc. Identify the learning outcomes

(Refer to the “Friendship” plan pp. 5-6)

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

At pre-reading/-viewing stage (An example)

1. Teach essential formulaic expressions in turn-taking / oral interaction (refer to the logbook pg. 7)

2. Give success criteria to students (HKEAA’s rubrics_draft)

3. Give students the focused questions & ask them to write the questions in the logbook to make sure that they read / view with a purpose

4. Use print and/or non-print materials as input in the module to produce a mini film

The difficulty level of print / non-print material (An example)

More able students – use of a short story “Chicken soup teenage soul II - Choices” and an extract of a film “Stand by me” or “Toy Story 1” or “Harry Potter films”

Average students – use of a short story “Chicken soup teenage soul II “Choices” and/or a mini-film produced by senior form students “Love and Caring” (F4C & D) or “A Touching Moment” (F4A & B)

Less able students – use of a mini film produced by students “Love and Caring” or “A Touching Moment”

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

- The difficulty level of questions for students of different abilities (*please refer to the handouts)

- Design a good logbook with useful tips for students on how to write notes in response to print/non-print material (*please refer to the handouts)

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

At while-reading/-viewing stage (An example)

1. Jot down notes in the logbook based on the focused questions

(refer to the logbook)At post-reading/-viewing stage (An example)

1. Have post-reading/-viewing reflections and jot down notes in the logbook. Based on the notes, prepare the cue card for the oral interaction

2. One group is invited to demonstrate the oral interaction based on the focused questions. After all groups have done oral interaction, one or two groups can be invited to show to the whole class

d. Choose the print /non-print material & design the discussion & other tasks

d. Choose the print /non-print material & design the discussion & other tasks

3. Give constructive feedback to some chosen groups based on the feedback sheet (modified from HKEAA assessment form_draft)

4. Use the organiser to brainstorm important components in the print material read / non-print material viewed (whole class or group work)

5. Use the same organiser to brainstorm ideas for the film in groups

6. Give samples of scripts. Cover important language features for script-writing such as stage directions (refer to the handout)

7. Write the script. Students take up different roles when shooting the film. Seek help from the I.T. Team in film editing

Module “Love & Friendship”

Some examples of oral discussion tasks

-print material: reader “Romeo & Juliet”

--non-print material: “Romeo & Juliet” cartoon

(The cartoon can be edited into video clips or an extract of the cartoon can be shown to weak students)

Select the target and learning objectivesSelect the target and learning objectives

Identify the learning outcomes for the module/programmeIdentify the learning outcomes for the module/programme

Choose print/non-print material & design the discussion and other tasks

Choose print/non-print material & design the discussion and other tasks

Establish the success criteriaEstablish the success criteria

Recording, reporting & feedback during implementationRecording, reporting & feedback during implementation

IV. Curriculum Planning : examples of learning, teaching and school-based assessment of essential speaking components

Sharing of school-based plans

-Take turns to share your school-based plan with your new friends sitting close to you. Get one piece of advice or one suggestion from the teacher representatives of at least 2 participating schools after you have shared your school-based plan with them